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Computer literacy. --- Digital literacy --- Literacy, Computer --- Technological literacy

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Computer literacy. --- Digital literacy --- Literacy, Computer --- Technological literacy

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A trio of headlines in the Chronicle of Higher Education seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines-education, rhetoric, philosophy, literary studies, history, computer science, and journalism-to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Course). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education.

MOOCs (Web-based instruction) --- MOOC. --- digital learning. --- digital literacy. --- digital rhetoric. --- higher education. --- open access. --- pedagogy.

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Digital sovereignty has become a hotly debated concept. The current convergence of multiple crises adds fuel to this debate, as it contextualizes the concept in a foundational discussion of democratic principles, civil rights, and national identities: is (technological) self-determination an option for every individual to cope with the digital sphere effectively? Can disruptive events provide chances to rethink our ideas of society - including the design of the objects and processes which constitute our techno-social realities? The positions assembled in this volume analyze opportunities for participation and policy-making, and describe alternative technological practices before and after the pandemic.

Digital Sovereignty; Digital Literacy; Activism; Privacy; Crisis; Design; Diagnosis of Our Time; Internet; Democracy; Media Philosophy; Social Inequality --- Activism. --- Crisis. --- Democracy. --- Design. --- Diagnosis of Our Time. --- Digital Literacy. --- Internet. --- Media Philosophy. --- Privacy. --- Social Inequality. --- Sovereignty. --- Sovereignty --- State sovereignty (International relations) --- International law --- Political science --- Common heritage of mankind (International law) --- International relations --- Self-determination, National --- Law and legislation --- Digital Sovereignty --- Digital Literacy --- Activism --- Privacy --- Crisis --- Design --- Diagnosis of Our Time --- Internet --- Democracy --- Media Philosophy --- Social Inequality

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In the 21st century, digital tools enable information to be generated faster and in greater profusion than ever before, to the point where its extent and value are literally beyond imagining. Such quantities can only be meaningfully addressed using more digital tools, and thus our relationship to information is fundamentally changed. This situation presents a particular challenge to processes of learning and teaching, and demands a response from both information professionals and educators. Enabling education in a digital environment means not only changing the form in which learning opportunities are offered, but also enabling students to survive and prosper in digitally based learning environments. This collection brings together a global community of educators, educational researchers, librarians and IT strategists, to consider how learners need to be equipped in an educational environment that is increasingly suffused with digital technology. Traditional notions of literacy need to be challenged, and new literacies, including information literacy and IT literacy, need to be considered as foundation elements for digitally involved learners.

028.7 --- Information literacy --- 028.7 Information literacy --- Computer literacy --- Literacy, Information --- Information science --- Digital literacy --- Literacy, Computer --- Technological literacy --- Information literacy. --- Computer literacy.